PROGRAMMING SPECIALIST'S PROFESSIONAL DEVELOPMENT AS LIFELONG SELF-DETERMINATION AND SELF-ORGANIZATION PROCESS
DOI:
https://doi.org/10.17770/sie2016vol2.1422Keywords:
career, education, lifelong self-determination process, professional development, professionalism, programming specialist, self-organizationAbstract
Programming specialists are more and more demanded by modern information society. The programming specialist’s professional development begins at school, when the young people choose their professions. The professional development is a lifelong process that does not end after obtaining of formal education and professional qualification. It is the self-determination process within which the important aspects are the programming specialist’s motivation, professional self-improvement, self-education, self-assessment of own professional proficiency and self-management of own career. The professional development is a multi-stage and multi-level cyclic process as a result of which the programming specialist can turn from a beginner into a highly level professional. At the same time it is nonlinear process, because the programming specialist’s professional development might have its rise and fall. The aim of studies is to substantiate theoretically the programming specialists’ professional development as lifelong self-determination and self-organization process within the context of career development, creating the methodological base for the further studies. The programming specialist’s career could be studied: 1) as a lifelong process (the career going horizontally); 2) as the development up to a high position in an IT company (a career going vertically); 3) as an independent developer’s career, when commencing business at his or her own company and/or within the framework of planned project (start up). The programming specialist’s professionalism is an integral entirety of his/her many qualities, where competency is important in several spheres, not only in programming.
Downloads
References
Bennett, J. (2006). Career Paths for Programmers. Downloaded from http://www.developerdotstar.com/mag/articles/PDF/DevDotStar_Bennett_DeveloperBusines.pdf
Freire, P. (1998). The adult literacy process as cultural action for freedom. Harvard Educational Review, 68 (4), 480–498. http://dx.doi.org/10.17763/haer.68.4.656ku47213445042
George, S. (2006). What is a Professional Programmer? Downloaded from http://www.developerdotstar.com/mag/articles/PDF/DevDotStar_George_Professionalism.pdf
Hadre, P., Reeve, J. (2003). A Motivational Model of Rural Students’ Intentions to Persist in, Versus Drop out of, High School. Journal of Educational Psychology, 92, 347-356. DOI: 10.1037/0022-0663.95.2.347
Haken, H. (1993). Synergetics as a Strategy to Cope with Complex Systems. Haken H., Mikhailov A. (eds.). Interdisciplinary Approaches to Nonlinear Complex Systems. Springer-Verlag.
Hein, R. (2014). 10 Professional-Development Tips for Programmers. Downloaded from http://www.cio.com/article/2838445/careers-staffing/10-professional-development-tips-for-programmers.html
Johnson, R. S., Mims-Cox, J. S., Doyle-Nichols, A. (2006). Developing Portfolios in Education. A Guide to Reflection, Inquiry, and Assessment. The USA: Sage Publications, Inc.
Krastiņa, E., & Pipere, A. (2004). Mācību sasniegumu paživērtēšana (Self-Evaluation of Learning Achievements). Rīga: Raka, 216 lpp.
Martin, J. E., Mithaug, D. E., Cox, P., et al. (2003). Increasing Self-Determination: Teaching Students to Plan, Work, Evaluate, and Adjust. Exceptional Children, 69, 431-447. DOI: 10.1177/001440290306900403
Moon, J. (2001). Reflection in Higher Education Learning. LTSN Generic Centre PDP Working Paper 4, 05.10.01.
Prigozine, I. (1980). From Being to Becoming. California, San Francisco: Freeman, 272 p.
Strode, A. (2010). Studentu patstāvīga profesionālā darbība pedagoģiskajā praksē (Students' Independent Professional Activity in Pedagogical Practice). Daugavpils: DU, 134 lpp. (in Latvian)
Urbonienė, A., & Stanišauskienė, V. (2006). Karjeros sampratos erdvė: lyčių aspektas (Career Concept Space: The Gender Dimension.). Lyčių studijos ir tyrimai (Gender Studies and Research.), 2, 97-102.
Wolf, D.P.(1993). Assessment as an Episode of Learning. New York: Erlbaum, pp. 45 – 67.
Брянский, В.П., & Пожарский, С.Д. (2002). Социальная синергетика и акмеология (Social Synergetics and Acmeology). Теория самoорганизации индивидуума и социума. Санкт -Петербург: Политехника, 476 c. (in Russian)
Вознюк, А.В.(2012). Педагогическая синергетика (Pedagogical Synergetics). Житомир: Изд-во ЖГУ им. И. Франко, 812 с. (in Russian)
Гальперин, П.Я. (1998). Психология как объективная наука: избранные психологические труды (Psychology as an Objective Science: Selected Psychological Works). Москва - Воронеж: Институт практической психологии, Московский психолого-социальный институт; НПО «МОДЭК», 430 c. (in Russian)
Деркач, А. А., & Кузьмина, Н. В. (1993). Акмеология: пути достижения вершин профессионализма (Acmeology: Paths to the Tops of Professionalism). Москва: РАУ, 48 c. (in Russian)
Карьерный путь: от стажера до ИТ директора (Career Way: From Trainee to Director of IT) (2012). Downloaded rom http://habrahabr.ru/company/luxoft_personnel/blog/148273/ (in Russian)
Князева, Е. Н., & Курдюмов, С. П. (2003). Трансдисциплинарность синергетики: следствия для образования (Transdisciplinarity of Synergetics: Implications for Education). Астафьева О.Н. (pед.). Синергетическая парадигма: Человек и общество в условиях нестабильности (Synergetic Paradigm: Human and Society under Conditions of Instability). Москва: Прогресс-Традиция, с. 341 - 351 (in Russian)
Кузьмина, Н.В. (1990). Профессионализм личности преподавателя и мастера производственного обучения (The Professionalism of the Individual Teacher and Master of Industrial Training). Москва: Высшая школа, 119 с. (in Russian)
Никитин, А., Ляпин, Д. (2010). Путь программиста: от 100 $ до 10000 $ в месяц (Programmer Path: From 100 $ to 10000 $ per Month). Москва: Школа программирования. (in Russian)
Никитина, Н., Железнякова,О., Петухов, Л. (2002). Основы профессионально – педагогической деятельности (Basics of Professional - Pedagogical Activity). Москва: Мастерство, 288 с. (in Russian)
Никуленко, В. (2013). Три пути развития карьеры программиста (Three Paths of Programmer Professional Development). Downloaded from https://dev.by/lenta/main/triputirazvitiyakarieryprogrammista (in Russian)
Панова, Н. В. (2012). Профессиональное развитие личности педагога (Professional Development of Educator Personality). Вестник ТГПУ, 2 (117), 101 - 106. УДК 377 (in Russian)
Профессиональное развитие (Professional Development). (2016). Downloaded from http://psi.webzone.ru/st/315300.htm (in Russian)
Пряжникова, Е. Ю. (2007). Размышления о профессиональном самоопределении молодежи (Thinking about Professional Self-determination of Youth). Вестник практической психологии образования (Messenger of Applied Psychology in Education), 3, 42-45.
Желнова, О.Д., Пискунова Е.В. (б.г.). Профессиональное развитие личности: межпредметный подход (Professional Development of Personality: Interdisciplinary Approach). Управление образованием, 1, 36-38. Downloaded from https://www.hse.ru/pubs/share/direct/document/71720577 (in Russian)
Зеер, Э.Ф . (2009). Психология профессионального развития (Psychology of Professional Development). Москва: Академия, 240 с. (in Russian)
